Genes, Brains, and Human Potential The Science and Ideology of Intelligence

384 INDEX

physico-chemical systems, disequilibria
in, 107
physiology, intelligent development and,
157–167
Piaget, Jean, 11, 207–209, 221–222, 275, 281
Pickett, Kate, 316
Pickles, Andrew, 32, 193
Piff , Paul, 319
Pinker, Steven, 9, 202, 203, 226, 282
PISA ratings, 307, 327
plankton, 152
plasticity: of brain development, 185–187,
277–278; developmental, 150–152, 223,
230, 239; lifelong, 152–153, 187
Plato, 18
Plomin, Robert: on cognition and IQ
testing, 199; on environment, 313; on
general intelligence, 8; on genes, brain,
and behavior, 168; on genetic limits to
children’s ability, 16, 18; on heritability
among separated twins, 54; heritability
estimates and, 70; horticultural view
of child and, 25; on intelligence and
genetics, 36; on intelligence and life
outcomes, 84; on IQ correlations
between spouses, 52; on preventative
education, 292; Twins Early
Development Study, 56, 63
point-light walker, 175, 176 , 177
Poliok, Cathy, 7
polygenic traits, 40
polyphenisms, 239
population structure, 67
potential: ambiguity regarding, 6;
behavioral geneticists and prediction
of, 35–36; brain and, 26–30, 33, 168–169;
creation of, 286; current context of
promoting, 306–307; DNA sequencing
for, 14–19; in embryo, 155–157;
environment and, 24–26, 295–296,
308–310; genetic intervention and
promotion of, 291–295; human, 261;

ideological genes and, 9–11; infl uence

and development of science of, 2–3;

IQ as measure of, 104; material factors’

eff ects on, 296–298; metaphors

regarding brain and, 169–170; models of

causes and eff ects and, 290–291; in null

hypothesis, 34; psychology of

disengagement and promotion of,

316–319; re-examining science of, 3–5;

school achievement as test of, 320;

social class structures and promotion

of, 310–313; social inequality and, 1–2,

6–8; socio-psychological factors’ eff ects

on, 298–304

Pothos, Emmanuel, 226

Potter, Halley, 329

poverty, 306–308, 316–319

“poverty of the stimulus” argument, 202

powerlessness, psychological eff ects of,

316

predictability, 109, 112–114, 174–178,

217–220

PriceWaterhouseCooper, 334

primates: complex cooperative activity

among, 255–257; intellectual gap

between humans and, 258–259; social

intelligence in, 251–254; understanding

human culture and nature through,

254–255

private schools, inherited wealth and, 315

problem solving, 95–97, 227–229

Programme for International Student

Assessment (PISA) ratings, 307

proteases, 120

protein modifi cations, 126, 127

qualitative traits, 40

quantitative traits, 40

Quartz, Steven, 196

race: brain size and, 11; correlation with

IQ, 78–80

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